Category Archives: Exhibition

At Acton Academy, we don’t issue grades. Instead, we invite the outside world to gauge the quality of our Eagles’ work through public exhibitions.

Whether it’s a play, a Casino Night, Hero Speeches, a public display of board and electronic games or trying to triggers dozens of Rube Goldberg inventions without a miss, exhibitions require thoughtful design, relentless hours of deliberate practice and a great deal of courage. They are difficult to pull off well.

Add to this the difficulty of drawing an objective audience; parents are always welcome, but outsiders raise the stakes even higher. Yet to attract paying customers, you have to offer something special.

All of this makes it tempting for the Guides to guarantee that the Eagles shine; polishing a bit of work here or making an important suggestion to keep from suffering a catastrophic failure. Such interventions almost always a mistake, because it teaches dependence, not independence; and still, no one wants parent to think that our young heroes aren’t learning.

Bottom line: We’re still learning a lot about exhibitions, with many more lessons yet to come.

As our end of session celebration, we invited parents and other adults to an exhibition honoring Scientific Heroes, the men and women who improve the world through creating new ideas (like Einstein); new inventions (like Edison) and new innovations (like Ford.)

Guests were asked to listen to one minute video pitches, to see which full length Eagle speeches they wanted to attend (there were six speech pods going on simultaneously) and then mingle among the various Rube Goldberg contraptions honoring different scientists. (Here’s a link to some of the video pitchers: http://vimeo.com/user26478640/videos )

The votes of the crowd would decide not only the best pitches, best speeches and best Rube Goldberg contraptions, but also whether the Explorer, Inventor or Innovator team would win the grand prize – a trip on Friday to see a documentary about how Vermeer’s paintings were made.

The speeches were terrific, as each Eagle stood in the shoes of a Scientific Hero he or she had chosen, and explained what motivated the hero to persevere through hardships and failures to create a idea, invention or innovation that changed the world.

The votes were tallied. There was a narrow margin between the three teams. Now it was time to trigger the first of twenty four sequential Rube Goldberg devices; for every device that failed, the corresponding team would lose 100 points.

In other words, the entire contest would come down to the reliability of the Rube Goldberg devices. (In the unlikely event that ALL the Rube Goldberg machines worked, everyone would win a trip to see the documentary.)

A drum roll; then the big moment. The first machines were flawless; then a vibration from a guest sent one machine off prematurely; then another failure and another. By the end, the Inventors won by a narrow margin.

Some Eagles were crestfallen; they had worked hard on their Rube Goldberg machines, adding redundancies and testing, only to seem them fail because of a quirk or unexpected error.

Of course, the odds were against them. Some Rube Goldberg videos require up to one hundred takes to reach perfection, even with professionals in charge. But the objective wasn’t success, but deep hands-on-learning to better understand what motivates a hero to keep trying, even after public setbacks.

Our Eagles certainly got a real taste of what it feels like to be a real Explorer, Inventor or Innovator. It’s very, very hard work.

This week our Eagles will host an exhibition, including each performing a “Four Minute Speech in the Shoes of a Scientific Hero” in front of a roomful of adults.

Recently several Eagles requested to change the speech criteria to “no less than four minutes and up to eight minutes.” Quite a few had done so much research that they wanted more time to tell their hero’s story.

So what did we do? After all, Guides don’t answer questions.

We decided to turn the organization of the entire exhibition to the Eagles. The only two constraints:

(1) The total time could not exceed one hour, out of respect for our guests, and

(2) Speeches will be judged on “value per minute,” to encourage conciseness.

Conventional wisdom suggests project based learning is the best way to teach STEM (Science, Technology, Engineering and Math.) Acton Academy takes this one step further, adding narrative and gamification to projects to create Quests.

Despite these high sounding goals, our recent Rocket Quest was a flop. The experiments, videos and equations seemed too structured – a series of old style science experiments disguised in Quest clothing. Our Eagles weren’t fooled and weren’t interested.

In our quest to make science more interesting, we’d made the journey too complicated. we’d forgotten that science is a curiosity powered, relentless pursuit of natural truths, no gimmicks required.

So we punted, “took the red pill” and posed two open ended challenges (the “red pill” is a Matrix allusion, for those of us old and lame enough to be Guides.)

Point the nozzle of a tennis ball machine straight up and fire. Then predict where the ball will land if the machine is positioned at 30 degrees, 45 degrees and 70 degrees from horizontal. No equations, videos or intermediate exercises offered. No trial and error allowed.

Shoot a pressurized water rocket – a two liter plastic bottle – straight up. Then predict where the rocket will land if launched from 30 degrees, 45 degrees and 70 degrees. No trial and error allowed.

An added incentive is that the closer our Eagles predictions were to reality, the more Rocket Points they could can earn, which then could be used to buy larger Estes rockets for next week’s Rocket Olympics.

Most Eagles had to purchase rockets in advance, increasing pressure because they had to spend points before earning them; any deficit would have to be made up using Eagle Buckets, at an unfavorable exchange rate.

In attacking these problems, Eagles could:

Use the equations of physics;

Locate a projectile simulator on the internet or

Pattern match parabolas.

The most dedicated teams could cross check answers from all three approaches.

Each Eagle group took a different path. Three groups made predictions for the tennis ball machine that were remarkably close to reality; the last two closed the gap after a misfire or two.

After success with the tennis ball machine, the water rocket experiment should have been a breeze. Simply apply the same equations and simulations a second time. Lesson learned: math is a “force multiplier” because it allows you to learn something once, and apply it again and again.

Here’s where the real world intervened. The water rocket predictions were 50% longer than the real world tests at 45 degrees. What had gone wrong? Guides were stumped.

The teams went back to their tracker programs, video tools that allow our young scientists to track the x-y position of a projectile at precise time intervals. They soon discovered that the rockets went up much faster than they came down, a discovery that made the simple projectile formulas useless.

Lots of conjecture followed: Was it that the two liter bottles lost mass as they rose? Did the rockets fall more slowly because they tumbled? Eagles drew from their experiences in mini experiments, began re-watching videos and checking the assumptions in formulas.

The room was humming with hypotheses being born. Formulas and simulators were tested with the new data. One team re-fired the rocket without water, to see if losing water mass really was the problem.

On an icy day when most schools had been dismissed for a snow day, our young scientists were out in the cold, firing rocket after rocket, trying desperately to squeeze in as many tests as possible.

This time the results fit with predictions! Eureka!

Our debrief centered on how good it felt for an experiment to succeed, and how dangerous this longing for validation was for real scientists. As one Eagle put it: “To be true to a scientific calling, you have to care more about truth than yourself.”

A specialized vocabulary to discuss a technical subject clearly and intelligently;

The processes, formulas or equations to solve a clearly defined problem; or

The curiosity and tenacity to tackle a wickedly open ended question?

In a way, these three types of learning track our promises to parents:

Learn to know;

Learn to do;

Learn to be.

Is it better to learn about velocity, acceleration and gravity from watching skill based videos; experimenting for hours with deeply immersive simulations or learning through hands-on trial and error?

We’ve struggled to get Eagles to engage with pre-formed problems, which haven’t piqued their imaginations, even when disguised as demonstrations.

So we gave up, and in desperation posed a wickedly open ended challenge:

Use a tennis ball machine to shoot a ball straight up in the air.

Using only this experiment, predict how far a tennis ball will fly if the machine shoots a ball at 30, 45 and 70 degrees from the horizontal.

Suddenly, the teams were engaged. Some Eagles dove straight into algebra and geometry; others searched for a simulation that would help; some just kept plugging numbers into formulas hoping the answer would magically appear.

Before long, it was clear that there were three problems plaguing the teams:

A failure to define the problem and goal;

Not knowing how to find and use a process, framework, formula or tool to help; and

Interpersonal conflicts between team members.

The most damaging of these was the failure to define the problem and goal. For many Eagles it was fire, ready, aim. The second biggest problem was interpersonal conflicts between team members. A distant third was the difficulty of solving the problem, once properly defined.

Isn’t that the case in real life? Aren’t most colossal mistakes usually a failure to recognize the real problem? Aren’t the biggest blunders often a result of talking past each other? How often have arguments between team members doomed a project?

So at least for now, open ended problems seem to deliver the most powerful learning. Even if it is a frustrating and messy process for the Guides.

Eagles are working in teams to write, produce and sell a “bestselling book” in less than nine weeks. A daunting challenge.

Launching the challenge several weeks ago was entrepreneur Clint Greenleaf, whose experimentation as an author led to building a self-publishing empire.

Today entrepreneur Yuen Yung, famous for securing $1 million for his How Do You Roll sushi empire on Shark Tank, arrived to hear publishing pitches from the Eagles.

As requested, Yuen was tough, peppering the Eagles with questions about customers and Unit Economics. The performances were – shall we say – uneven. Eagles know they have a lot of work to do in the next month. But they were brave enough to pitch, and that matters a lot.

Afterwards Yuen said: “Wow. I would have never been able to do that at their age.”

Entrepreneurship is one of our themes this session, part of the Quest to write and peddle a “Bestselling Book.”

Today many of our Eagles learned how to haggle – the art of buying something at a discount – as a Friday Adventure earned by delivering their “best work” on a week’s worth of difficult challenges. Many were successful; some failed; but all learned to overcome the fear of asking for a discount.

So what prepared our Eagles to haggle?

First a series of readings and on-line experiences on Unit Economics, learning to set price and to calculate revenues, variable costs, contribution, fixed period expenses and primary sunk investments – and more importantly – break even; payout and total profits.

Then playing the Acton MBA PricePoint game, a difficult online simulation where Eagles battled each other as they learned to start, avoid and survive price wars, honing the skill of setting marginal prices in that slippery region between maximizing profits and encouraging competitors to enter.

Finally, Eagles prepared for battle with role plays, asking: “Is that the best you can do?” after a price was quoted and sitting in silence, for as long as it takes, to receive a discount. And then it was off to used bookstores; used sporting goods stores and other retail outlets and bazaars to work on haggling in the real world!

Does haggling work? It does for Eagles. Simply by politely asking and tolerating silence, many Eagles received discounts of 40%; 50% and in one case 71% off list price. Some Eagles even received major discounts at a popular sandwich shop for lunch.

Today’s lesson? That simply by having the courage to ask politely and take advantage of the motivating power of marginal economics, you can reduce you average daily cost of living by 50% or more.

Not a bad lesson for young heroes, preparing to take the real world by storm.

Friday Adventures are special events tied to the weekly Quests. For example, last week’s Friday adventure was to go to the Bookpeople bookstore, and do rapid prototyping research to see how Eagles could improve the cover, title or organization of their Bestselling Books.

While Eagles may love the “adventure” – being able to go somewhere with their studio-mates, each outing also delivers a serious entrepreneurial lesson.

In order to qualify for a Friday adventure, you must self certify that you have completed the fundamental challenges from the weekly Challenge Envelope, and delivered your “best work.” If you miss earning a Friday adventure, the outings can be completed later with a classmate or friend – you just miss out on the fun of going with the group.

What is this week’s adventure? We can’t tell you, because this week’s Friday Adventure won’t be announced until later this morning, adding more intrigue and (hopefully) motivation.

One hint: It will involve the question: “Is that the best you can do?”

The Seventh Annual Acton Children’s Business Fair: more than one hundred and twenty five new businesses; nearly two hundred young entrepreneurs between ages six and fourteen; over sixteen hundred eager customers.

Observing adults in America can leave you with a cynical bent. But even the hardest of hearts would have melted today in the face of the creativity, energy and enthusiasm of our young entrepreneurs.

Alexis de Tocqueville wrote movingly of civil society in America, those voluntary gatherings of free citizens intent on bettering the community. Score one today for the power of civil society and hope for the future.

Yesterday we worked hard, with the Hero’s Motivation Debate and Personal Learning Plan Exhibition. Today, when the Eagles arrived we announced a surprise: We were all invited to ride the train downtown to see Gravity, a hauntingly beautiful new movie about space, with award winning cinematography.

A perfect prelude for Session 4, when we’d be studying the motivational effects of “feeling small” – standing on the edge of the universe as we build rockets, versus “feeling big” as we explore a microscopic world and perform chemistry experiments.

There was a twist with today’s trip, however. The Eagles paid for the outing, popcorn, lunch and drinks with the Eagle Bucks they’d accumulated during the semester.

The opening: rock, paper, scissors to see who goes first. The Opener has two minutes “in the box” minimum to begin; three maximum. The Challenger follows. Each then has two minutes to rebut and another one minute to close.

The pace was fast; the barbs sharp. Allegations of logical fallacies were as thick as the ethos; pathos and logos. But in the end, only one Motivation Hero would be the winner for each pair.

After the debates, each Eagle has two minutes to show his or her Personal Learning Plan, an electronic portfolio that describes an individualized learning plan for the year – created by the Eagle.

Parents and visitors then tour the studio looking at writing samples and displays of individual work.

Who won? It would be easy to every Eagle, because there was so much learning. But at Acton Academy, just as in the real world, not everyone gets a trophy. Failure is just too big a part of learning to ignore.

In the debrief, the question was asked: Do we want to equip and inspire successful Eagles or Eagles who succeed and fail? The Eagles unanimously supported the latter, and firmly rejected the idea that everyone should win an award. Our Eagles know they are preparing for the real world.

In the debrief, Eagles describe three kinds of failures:

When you prepare all you can and leave everything on the field, but come up short;

When you prepare all you can, but make some mistake that costs you a victory;

When you don’t put your heart into preparing, and aren’t ready to compete.

The first type of failure is noble; you can’t ask for more. The second is a learning opportunity. The third happens and should be acknowledged, but never excused.

Eagles formed in groups of six. Each debating pair faced off, one by one. Rock, paper scissors to decide who would start. The Opener had two minutes minimum; three minutes maximum “in the box;” then the Challenger followed.

Rebuttals came next; each side allowed two minutes to spot logical fallacies or attack with logos, ethos or pathos. Finally, one minute each to close, with the Challenger going last.

All of this captured on video, for later debriefing.

Some Eagles had too little material, and had to stand “in the box” (a taped area on the floor) until the minimum time expired, a reminder of what would happen on Thursday if you didn’t have enough to say. Some had too much material, and would have to pare.

Each Eagle received a critique; first warm critiques of praise; then cool critiques with advice of how to improve.

Then it was time to download and review the video. All getting ready for Thursday’s Debates and Personal Learning Plan presentations.

Soon “standing in the box” would be all too real, in front of a live audience.

Samuel Johnson said: “Depend upon it, sir, when a man knows he is to be hanged in a fortnight, it concentrates his mind…”

In this same spirit, the air is sizzling in anticipation for next Thursday’s Motivation Hero Debate and Personal Learning Plan exhibition. Nothing like having to perform in public to motivate an Eagle.

Today, we upped the ante with the following Personal Learning Plan Challenge:

“Eagles,

Do you want to impress your parents and friends with your Personal Learning Plan (“PLP”)?

Do you want to “prove what you can do” to land an exciting apprenticeship this spring? or

Would you just like an Ice Cream Party next Friday to celebrate the end of the session?

Here’s the deal: If everyone meets the requirements below, we’ll have an Ice Cream Party next Friday afternoon. You can even invite the Elementary Eagles to attend if you throw in 40 Eagle Bucks to pay for their ice cream.

All returning Middle School Eagles have to send an email (vetted by another Eagle or Running Partner for grammar) to the entrepreneur or manager who sponsored your apprenticeship with a “thank you for what you inspired me to do this year at Acton” note AND a link to your PLP by next Friday at 10 AM (copy Ms Abgail).

All Eagles new to the MS need to send an email note to your Running Partner’s parents saying “look what my Running Partner inspired me to do,” including a link to your PLP.

Each Eagle’s Running Partner must certify that your Personal Learning Plan has met the minimum recommended requirements, including the Evidence Tickets for each area below, presented in a clear and attractive way:

Math deadlines for Pre-Algebra and the next math challenge (Algebra; Geometry; Trig)

Reading goals;

Writing goals, including typed versions of your three best journaling examples.

For your Motivation Hero Debate: at least one of the Mentor Text analyses; your final written presentation and at least one of the written video analyses.

Note: As part of the PLP Contest, every parent will receive: (1) a schedule comparing your commitments for this coming year in reading, writing, math and Learning Badges to your classmates; (2) a complete copy of all of the Evidence Tickets for the session; and (3) the minimum requirements listed above, so they can have more perspective on the work you’ve done this semester.

Making promises – to yourself and people you respect. Public exhibitions, even when it’s hard, because real world consequences prepare heroes for the real world. Special celebrations, because hard work and fun are not mutually exclusive.

Today was the conclusion of the Math Challenge, with three Eagles pitching to convince their fellow travelers to take either Algebra, Geometry or Trig next. (Thanks to Khan Academy, Eagles are free to pick and pursue an individual specialty in Math.)

Each Eagle described the history of their math specialty, how it could be used in real life, the level of difficulty and the “math heroes” who invented and added to it.

Following the presentation, a spirited Socratic discussion changed quite a few minds.

Then the final vote: Algebra wins! (Though each Eagle will be allowed to pick his or her individual path.)

Knowing how to plan a trip and make difficult tradeoffs between time, distance, money and which sights to see. Understanding how to navigate Expedia and compare reviews on Trip Advisor and use Excel to craft a budget. Seeing how Google Earth can show you the world – from 22,000 miles away or as close as ten feet, all without leaving your home.

All important 21st century skills, and far more important for inspiring critical thinking and great questions than any textbook ever written.

At key turning points, great leaders use powerful words to change the world.

Yesterday, each MS Eagle gave an original ten minute speech, standing in the shoes of a great leader, at a particular place and time. Winston Churchill; George S Patton; Joan of Arc; Nat Turner; Sam Houston; Ethan Allen; Pocahontas; William B Travis; George Washington and others.

Over a six week period, draft after draft of the speeches were written, focusing on Ideas; Organization; Sentence Fluency; Word Choice; Voice and Convention (grammar.) Peer critiques were provided, but not one word of text was changed because of advice from an adult Guide.

Then time to verbally draft. To listen for which words had impact, cadence and flow; to eliminate others. To hone the delivery and solicit the advice of peers. Could middle schoolers really teach each other how to give powerful speeches?

Yesterday, we found out the answer, in front of a roomful of parents, elementary school Eagles and other guests. The results were stunning. Truly stunning. At times you felt that Churchill or Houston or Joan of Arc were in the room. The words were beautiful. So were the deliveries.

Then time for a celebration. A well earned celebration.

Our Eagles now know that when called on to give a world changing speech, they can deliver. Quite a skill to have in your quiver. Even more amazing that you and your friends taught each other how to do it.

A young Winston Churchill prepares to address Londoners during the Battle of Britain, 1941. Nothing quite concentrates the mind like a good hanging, unless it’s a fast approaching speech deadline.

The Acton Academy classroom is humming with intentionality. Energy is high. Deadlines are looming. There’s a hint of anxiety in the air – each and every speech must change the world by moving people to action. A high hurdle indeed.

A pause at the end of a busy day and a Guide’s question:

“What will be more important for your long term Hero’s Journey:

Setting and reaching milestones and long range goals?

Planning a trip to anywhere in the world?; or

Delivering a a speech that moves people to action?”

Some of the answers:

“I’ll use goal setting more frequently, and it will be an important skill for my Hero’s Journey.”

“Yes, and being able to plan a trip will come in handy, if I have to travel for my calling.”

“But the technology for trip planning will keep getting better; someday machines may be able to do it. A machine will never be able to give a speech that moves people to action.”

Where will tomorrow’s Churchill’s, JFK’s and Martin Luther Kings come from? Tune in next week for an answer, as a flock of aspiring heroes prepare to give their first world changing speeches.

Today the Elementary and Middle School Eagles recreated the Salem Witch Trials.Would those accused of witchcraft and sowing illness in Salem hang or go free?

The setting was 17th century Salem, but Eagles were free to submit 21st century forensic science and psychology experiments as evidence.

Elementary Eagle Townspeople protested outside. Opening statements came from the prosecution and defense. Witnesses were questioned and cross examined. All written by the Eagles, based on 17th century characters they created.

Finally it was time for closing statements in the Middle School trial. Then the judge delivered instructions to the Parent Jury.

After fifteen minutes, the verdict was in: the defendants were “not guilty,” but asked to close a local bakery that may have been responsible for illnesses in Salem.

Today the MS Eagles were introduced into Process Drama, where after being given a set of rules, they created characters from Salem, who by interacting with each other, write a drama as they interact.

All of the lessons we’d learned earlier about crowd psychology and game theory came to life in the town.

Later the Eagles played a rich interactive computer simulation to teach them how a real courtroom works, and how questioning and cross examination can be used to convict or free a defendant.

All of this in preparation for next week’s trial, where a real jury will decide if the Witches of Salem go free or hang.

Is it possible to teach creativity and critical thinking? Not from a book. But you can learn to solve difficult problems and overcome challenges – if the stakes are high and you are given the right tools — and freed up to “learn to do” as you explore the “learn to be” parts of your human nature and those around you.

This week marks the start of our Salem Witch trials, re-enacted with modern forensics.

Eagles first played a complex game resembling the Prisoner’s Dilemma, where townspeople were given a series of choices to accuse their neighbors or risk being accused themselves (a game that Federal prosecutors increasingly are using to coerce confessions from lower level operatives to convict higher level bosses – whether they are guilty of a crime or not.)

In eleven minutes, almost every citizen in the town had either been afflicted or put to death – showing just how quickly fear can spread in a mob.

Later, Eagles watched a clip of Scout in To Kill a Mockingbird, and discussed persuasive techniques that an individual could use to disperse a mob.

Next Thursday, Acton Academy parents will sit as jurors as we reenact the trial, deciding whether the witches live or die.

So who had abducted Detective Anna? The Acton campus was in an uproar, as Detectives-in-Training fanned out to collect evidence and interview suspects, using all of the tools and skills they had earned during the Detective Quest:

Documenting the crime scene;

Fingerprint analysis

Footprint analysis

Handwriting analysis

Deductive ability

Decomposition

Life cycle of flies

Microbes

Tooth impressions

DNA and genetics; and

Facial reconstruction.

Detective Anna’s first cousin “Dora” appeared to help as a lab assistant.

Evidence was carefully analyzed and weighed.

The prime suspect was relentlessly questioned until she finally broke down and confessed.

A grateful Detective Anna was rescued, and the Eagles shared their top “lessons learned” about the scientific method and forensic analysis:

You have to get it exactly right, because an innocent person might go to jail if you make a mistake;

This means that details matter; and

What you do impacts others; so

You most go slow, and work hard to uncover evidence and clues far beyond what’s given; and

Be careful to cross check your team’s work for accuracy.

A pretty good checklist for any scientific project that’s going to change to world.

For six weeks Acton Eagles have been learning forensic skills during the Detective Quest – everything from fingerprint analysis to microbe decomposition to how to detect when someone is telling a lie.

Yesterday, these skills became a blessing when Detective Anna failed to show up for class. Eagles soon realized that Detective Anna had been kidnapped! Quickly they self-organized; marked off the crime scene and began their own investigation.

Who to suspect? The other Guides, of course. For days there had been dark hints: Mr. Jeff’s interest in Detective Anna’s job; Ms. Laura’s grumpiness about Detective Anna’s performance; Ms. Kaylie’s frustration with Detective Anna using her school supplies. It seems that every Guide had a motive.

The last minute preparations were frantic – the final editing of films; the fine tuning of games; last minute pitch practice: all underway while Eagles simultaneously built their semester end portfolios and shared final “lessons learned” in a number of important areas.

And then it was showtime. The room filled with customers, and the game play began:

Pitches were made to real customers, with each Middle School Eagle trying not only to best their classmates, but to defeat the dreaded Elementary School Eagles competing alongside them.

Once the games were finished, it was time for the film festival to begin:

The smell of popcorn in the air. The anticipation of launching something you created out into the world, for all the world to see. Two noted filmmakers in the audience.

In the end, there were technical glitches. Two of the films weren’t very good; one was fantastic. An Oscar for the Best Picture and awards for the games were presented.

Yes, excellence matters. So does pleasing customers.

But how do you learn how to work in teams towards mastering a skill? By working on exceptional teams and teams that fail. How do you learn of the importance of setting and reaching milestones? By trying to do everything in the last week, and failing. How do you learn to set deadlines early enough to have a series of dress rehearsals? By failing to do so, and suffering the consequences.

Our Eagles have far to go, but oh they have come so far.

And the dreaded Elementary School competitors in the Game Expo? Final score: Middle Schoolers, a average of 2.9 votes per student; Elementary Schoolers, and average of 2.96. Beaten, but not defeated.

Now it’s time to rest, recharge and look forward to a rematch in the spring. For all real creative ability comes from challenge, failure, rebirth and the kind of steely perseverance that leads, in the end, to the excellence of a personal calling.

Now is a time to close some of the powerful learning loops we opened just a few months ago.

Last week, we started by closing the Art loop with an exposition of the Acton Dragons at Amy’s Ice Cream.

Monday, we closed the PE loop with the Acton Olympics, returning to the same challenges Eagles faced in September, to record new personal records (Thanks Coach C!)

On Wednesday, we close the loop on Projects, with the Game Expo and Film festival.

Below, yesterday Eagles practice and critique Game Expo pitches, with the Middle Schoolers feverishly working to defeat the Elementary School challengers by gathering more customer “votes” at the Expo.

All week we are recording reflections on “lessons learned” from Math, Reading, Writing, Building the Community, Science and the Pursuit of Excellence, as Eagles prepare their final end of semester portfolios for Thursday.

Then – on Friday — a review of next semester’s adventures and a final CELEBRATION!

Friday was Casino Day at Acton, as Eagles spent the afternoon putting their new found probability skills to the test at Blackjack, Craps, Roulette and other games of luck (and some skill.)

Each Eagle traded in Eagles Bucks for chips, and kept careful track of the number of plays, amount wagered and won and lost at each game. The goal was to decide which game offered the best odds, and why.

The overall lesson – games of chance are not a good bet. Eventually, the law of large numbers means you will lose!

With gravitas and quiet excitement, the Eagles welcomed parents and grandparents into their classroom this morning to share their hard work from the past five weeks. Students led their parents on math tours of Khan Academy, talked them through the scientific paradigm shift timeline they built together, and shared writing and art. They demonstrated their rules of engagement and how they hold one another accountable for keeping the classroom a terrific learning environment. The Eagles regrouped after a brief critique session with their running partners, and with the honesty, candor and courage they regularly show during discussion mode, shared their thoughts and opinions in front of a captive parent audience.

More courage about public speaking followed after lunch when the Eagles recreated the Trial of Galileo. The Pope and his allies presented their case to a panel of judges, then Galileo and his allies presented their well-reasearched defense. As in the real world, judges were faced with hard decisions- not just about the facts of the case but about their own ethics as well. Would they let their opinions be bought for the price of gold? Your Eagles can talk you through the outcome.

Congratulations to a remarkable group of young men and women on the first leg of their Hero’s Journeys at Acton. Enjoy a well-earned week of down time! See you on the 15th for our groundbreaking ceremony at the new campus (then back to Riverside campus for our launch of the next session).